1/4/13 1 When Texts Get Complex: Assessing Comprehension, Crafting Goals, and Getting Students to the Next Level Jennifer Serravallo How fast can a child move to the next level? It depends… How much time does the child spend reading in school each day? How much time does the child spend reading at home? Does the child read on the weekends? Vacations? Is the student engaged during reading workshop? Does the child read “just right” books? Does the child get helpful, explicit instruction? Is the child an English Language Learner (ELL)? Does the child have any learning disabilities?
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WSRA Serravallo Texts Get Complex jennife… · Vacations? ! Is the student engaged during reading workshop? ! Does the child read “just right” books? ! Does the child get helpful,
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1/4/13
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When Texts Get Complex: Assessing Comprehension, Crafting Goals, and Getting Students to the Next Level Jennifer Serravallo
How fast can a child move to the next level? It depends…
! How much time does the child spend reading in school each day?
! How much time does the child spend reading at home?
! Does the child read on the weekends? Vacations?
! Is the student engaged during reading workshop?
! Does the child read “just right” books?
! Does the child get helpful, explicit instruction?
! Is the child an English Language Learner (ELL)?
! Does the child have any learning disabilities?
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It’s not a perfect science, but… Level How many months to move?
A/B ½ - 1 month per level
C/D/E/F/G 1 – 1 ½ months per level
H/I/J/K/L 2 months per level
M/N/O/P/Q/R/S/T/U 3 months per level
V/W/X/Y/Z 3-4 months per level
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When a reader needs to move, what can we do?
1.
Get to know the demands of a level
Plot & Setting
• Retell important events • Synthesize problems and solutions • Synthesize causes and effects • Visualize setting
RL 3.1, 3.5, 4.1, 4.5, 5.1, 5.5
Character
• Infer about, interpret, analyze the main character
• Synthesize character change • Infer about, interpret, and analyze
secondary characters
RL 3.3, 4.3, 5.3
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Vocabulary & Figurative Language
• Monitor for meaning and use
context to determine the meaning of words and phrases
RL 3.4, 4.4, 5.4
Themes & Ideas
• Interpret a story by naming a lesson or theme
• Identify and interpret social issues in a story
• Identify and interpret symbols in a story
RL 3.2, 4.2, 5.2
When a reader needs to move, what can we do?
2.
Get to know the expectations of readers within that level
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When a reader needs to move, what can we do?
3.
Get to know the reader
ASSESS
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ASSESS
ASSESS
ASSESS
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EVALUATE
EVALUATE
EVALUATE
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EVALUATE
When a reader needs to move, what can we do?
3.
Teach!
TEACH
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It’s not a wait-and-see game…
! Start with a clear goal
! Strategy lessons
! Guided reading (one-on-one or in a group)
! Text level introduction groups
! Get child in a series, release scaffold across series